Hayaty, Salmah (2026) Exploring EFL Students’ Experiences of Using Mapify as an AI-Based Mind Mapping Tool for Journal Article Summarizing. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK

The integration of artificial intelligence (AI) into English as a Foreign Language (EFL) learning has introduced new opportunities to support academic writing, including journal article summarizing. However, research on EFL students’ experiences of using AI-based mind mapping tools remains limited. Therefore, this study aimed to explore EFL students’ experiences of using Mapify for journal article summarizing and to identify its perceived weaknesses. This study employed a qualitative research design with a phenomenological approach. Six eighth-semester EFL students at the English Language Education Department of Antasari State Islamic University were selected through purposive sampling. Data were collected through observation and semi-structured interviews and analyzed using Creswell’s phenomenological data analysis procedures. The findings showed that students used Mapify throughout the summarizing process by reading and understanding the source text, interpreting AI-generated mind maps, identifying main ideas, eliminating unnecessary details, paraphrasing and reorganizing ideas, and writing coherent summaries. The study also identified several weaknesses, including the need to verify AI-generated information, difficulties in organizing dense mind maps, the potential to reduce critical reading and independent analysis due to overreliance on AI, decreased engagement with the original article, and technical limitations such as restricted free version access and limited credits. Overall, Mapify is a useful tool for supporting journal article summarizing, but its effective use requires students to critically evaluate AI-generated content rather than rely on it completely.

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